Supporting Students with Learning Disabilities

Let’s talk about hidden disabilities—ADHD, dyslexia, anxiety, and others that don’t meet the eye. Too often, these students are left to struggle because their needs aren’t immediately visible. But here’s the thing: when we ignore those needs, it’s no different from denying someone in a wheelchair access to a ramp. Think about it. Would you expect someone to climb stairs without the tools they need? Of course not. Yet we often expect students with hidden disabilities to navigate education without the accommodations that would level the playing field. It’s not fair, and it’s not right. Accommodations like extra time, clear instructions, or a quiet space aren’t “special treatment.” They’re the difference between drowning and swimming. They’re the tools these students need to show us their potential, not their struggles. I’ve seen the power of a single adjustment. They’re what happens when we meet students where they are. What if we reimagined education as a place where every student feels valued and equipped to succeed? What if we stopped seeing accommodations as “extras” and started recognizing them as essential? Here’s a question for you: Have you seen examples of simple accommodations making a big impact? Or do you think schools are doing enough to support students with hidden disabilities? Let’s share, reflect, and push for better together. Image Courtesy: No Nonsense Neurodivergent #Disability #Accessibility #SDGs #Equity #HumanRights #WeAreBillionStrong ID: Allowing a student with a hidden disability (ADHD, Anxiety, Dyslexia) to struggle academically or socially when all that is needed for success are appropriate accommodations and explicit instruction, is no different than failing to provide a ramp for a person in a wheelchair.

Formative assessment is like a compass—it is ongoing, diagnostic, and designed to guide learning. It provides students with timely, actionable feedback during the learning process so they can improve before reaching the final destination. Examples include quizzes, think-pair-share, drafts, reflections, or teacher-student conferences. Formative assessments help identify misconceptions, adjust teaching strategies, and personalise support. In this way, they build student confidence and competence incrementally. Summative assessment is more like a snapshot—it evaluates what students have achieved at the end of an instructional period. It measures mastery against learning outcomes and is used to judge the effectiveness of instruction. Examples include final exams, projects, performances, or standardised tests. While summative assessments do not provide direct guidance during the learning process, they reflect the culmination of all the formative learning and feedback that came before.

Let’s talk about what we often don’t see—hidden disabilities like ADHD, dyslexia, anxiety, and more. Just because a student looks fine on the outside doesn’t mean they aren’t struggling on the inside. And when schools overlook their needs, it’s no different than asking someone in a wheelchair to take the stairs. Sounds harsh? It is. But it’s the truth. We’d never deny a ramp to someone who needs it. So why do we question extra time, clear instructions, or a quiet room? These aren’t perks—they’re lifelines. They don’t give an unfair advantage. They give a fighting chance. I’ve seen how one small shift—just one—can help a student go from sinking to thriving. So here’s the real question: What if schools were built to include from the start, not just adjust afterward? What if accommodations weren’t seen as optional, but as a normal part of a flexible, kind learning system? Let’s rethink what equity really looks like in education. 💬 Have you seen small accommodations make a big difference? 💬 Do you think schools are truly supporting students with invisible disabilities? Let’s share, learn, and build better—together. #Disability #Accessibility #SDGs #HumanRights #WeAreBillionStrong ID: Allowing a student with a hidden disability (ADHD, Anxiety, Dyslexia) to struggle academically or socially when all that is needed for success are appropriate accommodations and explicit instruction, is no different than failing to provide a ramp for a person in a wheelchair.

Jigsaw Reading: A Powerful Collaborative Strategy for ESL Classrooms Looking for a student-centered strategy that boosts communication and comprehension in your ESL lessons? Try Jigsaw Reading—a cooperative learning technique where every student becomes both a learner and a teacher. What is Jigsaw Reading? Students are divided into groups and assigned different parts of a text. They first become "experts" in their assigned section, then return to their groups to teach what they've learned. This approach promotes active reading, listening, and speaking skills—all essential in language acquisition. How to Implement It: 1. Divide students into home groups (4–6 students). 2. Assign each member a unique section of the text. 3. Students join expert groups to study and discuss their section. 4. Return to home groups—each student teaches their part. 5. Wrap up with a class discussion, quiz, or reflection activity. -Why It Works for ESL Learners: Builds communication and collaboration Encourages peer teaching and accountability Supports reading fluency and comprehension Boosts learner confidence with manageable text chunks -Pro Tips for ESL Teachers: Scaffold with vocabulary lists and sentence starters Use visuals to aid understanding Monitor and guide group discussions Choose level-appropriate, culturally inclusive texts Integrate speaking or writing tasks as follow-up -Bonus Tip: You can extend this strategy into a project-based task—students create a summary poster, infographic, or even a mini-podcast to present their topic! Let your students lead the learning—because when learners teach, they remember more. #ESLTeaching #CollaborativeLearning #JigsawReading #ActiveLearning #ELT #ESLStrategies #TeacherTips #TESOL #TEFL #LanguageLearning #StudentCenteredLearning #EnglishTeaching #ReadingSkills

As a young VC, I find myself diving into numerous books, each promising to offer a fresh perspective or insight. Yet, the challenge lies in truly absorbing and retaining the valuable lessons they contain. This changed when I discovered Shane Parrish’s Blank Sheet Method.....a straightforward, yet powerful approach that transformed my learning process. 🔹 Step 1: Set the Stage - Before starting any book, grab a blank sheet of paper. - On this sheet, outline what you already know about the topic. 🔹Step 2: Track Your Progress - At the end of each reading session, spend a few minutes updating your mind map using a different color to highlight new insights. 🔹 Step 3: Review and Reinforce - Before picking up the book again, go through your mind map to refresh your memory. - This review process helps solidify your grasp on what you’ve read and primes your brain to link upcoming ideas with what you already know. 🔹 Step 4: Build a Knowledge Vault - Keep these annotated sheets organized in a binder for easy access. - Regularly review them to reinforce your learning and connect concepts across various books and subjects. Why This Method Works Wonders: - Strengthens memory by recalling and building upon what you know. - Identifies missing pieces and clears up misconceptions. - Helps in connecting themes across disciplines - Stimulates unique thinking and insights - Periodic review solidifies information With each book, I find that my understanding grows not just in depth but in scope, creating a network of knowledge that extends far beyond a single subject. Have you tried using this or any other method for better retention? I’d love to hear what’s worked for you! #ReadingWisdom #LearningMethods #VentureLife #KnowledgeRetention

Teacher, do we have to read the whole passage? If you teach English, you've probably heard this question many times. Reading lessons can sometimes become the quietest and sleepiest part of the classroom. Some students stare out the window. Some pretend to follow the text. Some read with their eyes closed. Others simply wait for the teacher to explain everything. The problem is not always the reading passage. Sometimes, it is the way we approach reading. Here are a few techniques I use to keep students active during reading lessons, 🔹 1. Turn Reading into a Prediction Game Before students read, show them only the title or a picture. Ask: • What do you think this text is about? • Who might be the main character? • What could happen next? Students become curious and curiosity creates engagement. 🔹 2. Give Students a Mission Instead of saying, "Read the passage." Try saying: • Find three reasons why the writer is upset. • Circle all the places mentioned. • Find one surprising fact. Students read more carefully when they have a purpose. 🔹 3. Stop the "Read and Repeat" Routine Constant drilling can make students switch off mentally. Instead, try • Pair reading • Role-play reading • Whisper reading • Team reading competitions Variation keeps attention alive. 🔹 4. Use the Detective Method Tell students they are detectives. Their job is to find clues, evidence and answers hidden in the text. Even reluctant readers become more involved when there is a challenge to solve. 🔹 5. Let Students Become Teachers After reading a paragraph, ask a student to explain it to the class in their own words. When students teach, they process information more deeply. 🔹 6. Add Movement Ask students to: • Stand if they agree with a statement from the passage. • Move to different corners of the room based on their answers. • Match questions and answers posted around the classroom. Movement helps re-energize tired learners. 🔹 7. Create Friendly Competition Divide the class into teams. Award points for: ✔ Correct answers ✔ New vocabulary found ✔ Fastest evidence from the text A little competition can transform a passive reading lesson into an exciting activity. 🔹 8. Ask Real-Life Questions Connect the text to students' lives. For example: - Would you make the same decision as the character? - Have you ever experienced something similar? Reading becomes meaningful when students see themselves in the text. The biggest lesson I have learned as a teacher is this that the students do not dislike reading. They dislike feeling disconnected from what they are reading. When we give them a reason to read, a challenge to solve or a chance to participate, even the most reluctant readers begin to engage. How do you keep your students awake and active during reading lessons? I'd love to hear your ideas. 👇 #EnglishTeaching #ReadingSkills #ESL #ELT #LanguageTeaching #TeacherDevelopment #ClassroomEngagement #TeachingTips

Research-backed accessible text checklist (beyond color & fonts) 1️⃣ Avoid ALL CAPS for long text Reading all caps slows people down by up to 10–20% because we recognize word shapes, not just letters. Uppercase removes those shapes, forcing letter-by-letter reading: https://lnkd.in/e7tCHxUD 👉 Keep all caps for short labels or acronyms only. 2️⃣ Keep an optimal line length Long lines make it hard for the eye to jump to the next line, while very short lines break reading rhythm. Based on classic readability research by Emil Ruder and later UX studies: https://lnkd.in/eJsTZT3w 👉 Aim for ~45–75 characters per line for comfortable reading. 3️⃣ Use generous line height Dense text increases cognitive load and reduces comprehension, especially for users with dyslexia. Recommended in Web Content Accessibility Guidelines (1.4.12 Text Spacing): https://lnkd.in/eam2Uqs5 👉 Use at least 1.4–1.6 line height for body text. 4️⃣ Don’t squeeze letters together Tight letter spacing makes words harder to parse, especially for users with visual or cognitive impairments. Supported by research from British Dyslexia Association: https://lnkd.in/eKc_2HPr 👉 Slightly increasing spacing (e.g., ~0.02–0.05em) can improve readability. 5️⃣ Avoid justified text blocks Perfectly aligned edges may look clean, but they create irregular spacing (“rivers of white”) that disrupt reading flow. 👉 Prefer left-aligned text for most content. 6️⃣ Give paragraphs room to breathe Large text blocks discourage reading and increase cognitive effort. 👉 Use spacing between paragraphs and keep them short (3–5 lines max). 7️⃣ Design for zoom and scaling Users should be able to zoom up to 200% without losing content or readability. 👉 Fixed heights and cramped layouts often break here. 8️⃣ Support scanning, not just reading Most users don’t read - they scan. Structured text helps them find what they need faster. Eye-tracking studies by Jakob Nielsen show “F-shaped” reading patterns: https://lnkd.in/etWrYsM7 👉 Use headings, lists, and clear content chunks. 9️⃣ Be careful with width and layout Very wide text blocks reduce focus, while overly narrow ones feel fragmented. 👉 Balance layout to guide the eye naturally across content. Small changes in spacing and structure can significantly improve comprehension, speed, and user comfort. What’s one text rule you wish more designers followed? #Accessibility #WebAccessibility #UX #InclusiveDesign #Readability

Formative assessment is like tasting the soup as you cook. It is ongoing, diagnostic, and designed to guide learning. It gives students timely, actionable feedback during the process so they can adjust before the dish is served. Examples include quizzes, exit tickets, drafts, reflections, and teacher-student conferences. Formative assessments help identify misconceptions, adjust teaching strategies, and personalise support. They build student confidence and competence one taste at a time. Summative assessment is the finished dish served to the guests. It evaluates what students have achieved at the end of an instructional period. It measures mastery against learning outcomes and is used to judge the effectiveness of instruction. Examples include final exams, projects, performances, and standardised tests. Summative assessments do not shape the meal as it is being prepared, but they reflect every taste, every correction, and every adjustment that came before.

Scaffolding techniques are vital for supporting students with learning disabilities, as they provide structured, personalized pathways to understanding while honoring each learner’s unique needs. For students with dyslexia, tools like phonemic awareness activities, color-coded texts, and audio books can reinforce decoding and comprehension, allowing them to engage with content without being hindered by reading challenges. Those with dyscalculia benefit from hands-on manipulatives, visual models, and real-life math applications that make abstract concepts more concrete and accessible. Students with dysgraphia thrive when given graphic organizers, typing options, and chunked writing tasks that reduce cognitive overload and promote expression. For learners with ADHD, scaffolding might include clear routines, visual schedules, movement breaks, and task segmentation to maintain focus and reduce impulsivity. Meanwhile, students with auditory processing disorders need multimodal instruction such as written directions, visual supports, and opportunities for repetition to fully grasp spoken information. These scaffolds not only enhance student confidence and independence but also help teachers create inclusive environments where every learner can flourish. #AccessibleEducation

*Diagnostic overshadowing* can thwart inclusive teaching. What's useful for teachers to know: ↓ Diagnostic overshadowing is a term originating in medical contexts (and introduced to me by Jen Barker). It describes the phenomenon where doctors inadvertently place too much emphasis on a patient's diagnosis, overshadowing other significant health concerns. For example, a patient diagnosed with depression might have their physical symptoms—like fatigue or headaches—mistakenly attributed to their mental health condition, potentially overlooking a critical underlying physical illness requiring separate treatment. The same can occur in education. The high-stakes nature of SEND can inadvertently lead us to over-rely on diagnoses when making instructional decisions, potentially neglecting more core aspects of student learning and wellbeing ⤵️ For example, a student with ADHD might struggle with homework due to inadequate study skills, but we might mistakenly attribute this to their attention difficulties. Similarly, students with autism often receive disproportionate resources based on their diagnosis, even if their specific needs don't warrant this additional support. See: https://lnkd.in/eTUuUQPd In short, over-reliance on labels can lead to unfair resource allocation and weaker outcomes for all. This issue is compounded by the variable quality of evidence supporting some SEND responses. For instance, interventions like fidget spinners, often recommended for students with attention difficulties, have been shown in multiple studies to negatively impact attention and academic performance. See: https://lnkd.in/ewfQAN-H Special educational needs diagnoses serve important purposes, but they are only one piece of the puzzle... We must avoid allowing them to overly influence our instructional decisions at the expense of what we know about that students' specific learning needs or distort our judgment of how to balance one student’s needs relative to others. Instead, we must balance diagnoses with core learning needs—such as explicit instruction, high-structure environments, and retrieval practice—while using regular, precise assessments and professional judgment to ensure our teaching remains effective and equitable for all. 🎓 For more, check out this report outlining evidence informed strategies for inclusive teaching by the Education Endowment Foundation (EEF) ⤵️ https://lnkd.in/eSxAypfr SUMMARY • The high stakes nature of SEND means we can over-rely on diagnoses. • This ‘diagnostic overshadowing’ is exacerbated by the variable quality of evidence around SEND. • We must balance labels with core learning needs (using precise teacher assessment). 👊